1928 年，隨著政局變遷，南京國民政府形式上統一了中國。在近代國家的思潮下，國民政府亦視教育為國家建設重要的一環。在高等教育方面，致力於管制學校的設置形態與內容，使之更符合國家建設的實際需要。「九一八」之後，中國教育政策傾向因應國難、發展實業，1932年12 月21 日，國民黨第四屆中央執行委員會第三次全體會議通過了「教育改革方案」。該方案關於「發展實業，改革文法科」部分之「關於整頓學校教育造就適用人才案」，認定文法科教育發展畸形，需要矯正，此方案影響重大。其後，國民政府教育部以高等教育太濫、要求進行整頓為由，致力於執行此項矯正政策，希望立竿見影地轉換中國高等教育的結構，符合國家實業建設的人力需求。教育政策逆轉，政府雷厲風行地整頓法政教育。在執政當局的強力運作下，自1933 年起，民國時期中國法學知識傳播的發展空間，與其他同樣被歸類為「文類」的科目，一併受到政策的嚴苛壓縮。在戰爭壓力與發展實業的政策下，法學被視為無用「虛學」，法學教育在質與量上，一路下滑，不斷銳減、萎縮。雖然，至1947 年行憲後，法學教育一度重獲教育當局重視，提出了設立新制法學院等具體規劃。然而，推行未幾，大陸淪陷，並未獲預期成效。二次戰前民國教育史這項重大政策之推行，造成近代中國法學教育發展的重挫。此種教育政策，隨著中華民國政府遷台，一直延伸到戰後的臺灣。繼續在「重理工、輕文法」的脈絡下，影響著戰後台灣的法學教育。

The nationalist government in Nanjing eventually unified China in form following a series of transfers of power. Inspired by the idea of modern state, the nationalist government perceived the improvement of education as a weighty element in its state-building project. In the section of high education, it regulated the educational institutions over their types and curricula in order to tally the practical needs of statebuilding
project.After the incident of 918, its educational policy was re-directed to develop the industries in order to rescue the crisis of nationalist
government. ‘The Act of educational reform’ was enacted in the third general meeting by the fourth-session central executing council of
Kuomingtang. Under the title of ‘Develop industries and reform Humanity and Law education,’ they judged to correct the deviant developments of Humanity and Law education and thus approved the act needs.’ This act created huge impact on later designers of educational policies. Later on, the ministry of Education devoted to this correction under the guise of reducing the oversupplied high education. They expected to change the structure of high education accordingly, and created the human resources tallied to the needs of industrialization.The nationalist government reshaped the Humanity and Law education zealously with iron wrist and reverted previous educational policies. From 1933 onwards, the
circulations of the knowledge of Law became restricted in a limited space as well as other subjects which were included in the Humanity and Law education due to the preference of educational reform. When facing the approaching wars and the pressure of industrialization, the study of Law was evaluated as ‘study of vanity/impractical knowledge’. The education of Law declined in both quality and quantity continuously. Although after the nationalist government proclaimed a new constitution the authorities had once propose to establish a modern college of Law, it did not meet the
expectations before the fall of nationalist government in 1949. The Act
of reform in 1932 thus frustrated the development of the modern education of Law in China before the World War II.Carrying this policy with it, the nationalist government re-founded itself in Taiwan after World War II. Its educational policy followed the path of ‘develop the industries, neglect the Humanity and education of Law,’ which became the new laid basis for the education of Law in Taiwan after World War II.